The effects of Direct Instruction and precision teaching on the reading performance of an 8-year-old-boy with ADHD and reading difficulties

• Main Author: Jón Qiao Sen Chen 1998-
• Other Authors: Háskóli Íslands
• Format: Thesis
• Language: English
• Published: 2021
• Subjects: Sálfræði; Iceland
• Online Access: http://hdl.handle.net/1946/38400

Direct Instruction and precision teaching are teaching methods with decades of proven results in improving the academic performances of children that are otherwise falling behind due to learning disabilities, reading disabilities or poverty. One area that benefits from Direct Instruction and precision teaching is reading. Reading is vital to an individual’s wellbeing and prospects, falling behind at a younger age may prove detrimental for the long run. ADHD is a neurodevelopmental disorder that is often comorbid with learning difficulties. Children with ADHD often find it hard to focus on study materials. The goal of this study was to evaluate the effects of Direct Instruction and precision teaching on the reading performance of an 8-year-old boy with ADHD and reading difficulties. The participant was behind his peers in reading before the experiment started, however he showed remarkable progress during the Direct Instruction and precision teaching and the benefits of those teaching sessions were apparent in follow-up measurements where his performance was increased. The findings of this study are a replication of several prior single case experiments in Iceland and findings in large scale studies in countries such as the United States, for example Project Follow Through and Morningside Academy.